Futuristic forms

Futuristic
forms

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102

FUTURISTIC FORMS
CONTENTS EVALUATION CRITERIA
Pupils will be able to:

Forms in art and architecture Understand that forms are three-dimensional and have
volume.

Observation and analysis of forms in the London Aquatic Identify lines, shapes and forms in buildings.
Centre by Zaha Hadid

Planes as surface elements that compose shapes and forms Identify planes as the surface of a shape or form in works
of art and their own artworks.

Measuring: centimetres Reproduce and add segments after first measuring them
using centimetres as the unit.
Adding segments

Parallel, perpendicular and oblique lines Draw perpendicular, parallel and oblique lines with
approximate measurements using a ruler.

Classification and comparison of angles: right, acute and Identify and distinguish right angles, acute angles and
obtuse angles obtuse angles.

Geometric transformations: translations, turns and Distinguish repetition by translation and symmetry in
symmetry modular compositions.

Group participation and personal responsibility in carrying Develop social skills to listen, participate and communicate
out tasks for a collaborative project effectively with others during group activities.

Autonomy and creativity in art Use forms in a creative way.

ARTWORK LANGUAGE FOCUS

London Aquatic Centre, Zaha Hadid, 2012 • Architect, building, design, skyline
• Form, line, one-point perspective, shape,
EXPLORE vanishing point

Draw 3D forms • Geometric, organic

• Capital cities, city, neighbourhood, town, village

DISCOVER • Places in a city: art museum, bank, fire station,

hospital, school, sports centre, etc.
Forms in buildings

KEY STRUCTURES
CREATE
• Future predictions using will
Futuristic city

GEOMETRY IN ART SCIENCE LINKS

Use translation and symmetry to create geometric Places in the city
designs.
Throughout this project, pupils can:
• List characteristics of towns, villages and cities.
TALK ABOUT ART • Identify buildings and their functions, including
Use the words in a complete sentence. Work in groups. important buildings in their neighbourhood.

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LEARNING STANDARDS KEY COMPETENCES

Pupils are able to:

MST

AUT
SOC

CUL
DIG
LIN

LTL
Draw forms using lines and shapes.

Distinguish between organic and geometric forms.

Understand the expressive potential of planes in forming shapes and forms.

Identify the use of planes in works of art by artists from the 20th century.
Make compositions using planes to create different shapes and forms.

Measure and reproduce segments from measurements expressed in centimetres.

Add segments using a ruler.

Draw groups of parallel, perpendicular and oblique lines with approximate measurements
using a ruler.

Draw right, acute and obtuse angles using a ruler.

Analyse and repeat modular structures (series) made using translation, turns and
symmetry.

Work cooperatively in a group to create a city.

Make a building using a variety of shapes and forms.

COMPLEMENTARY ACTIVITIES

Art ICT
Class worksheet – 3D Name City Creator
• Use perspective lines to write your name in 3D. • Go to www.citycreator.com to plan a city.

English Digital Resources

Futuristic
My dream house • Pupil’s IWB Book

forms
• Imagine your house in the future and draw a • Presentations:
design of it. Where will it be? Draw a picture and – Project overview
write a short description.
– Create Project Presentation
Social Science • Flashcards
City of the future • Posters
• Draw the skyline of a futuristic city. Include the • Artworks
main places and write the names of the buildings.
• Interactive Activities
Use geometric and organic lines, shapes and forms.
• Worksheets
• Multimedia Resources

GO TO THE PUPIL’S IWB BOOK TO LISTEN TO THE TEXT.

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ARTWORK

ARTWORK

MATERIALS FUTURISTIC FORMS

• Digital flashcards: architect, Artists design buildings. These artists are called architects.

building, design, forms, Architects think about who the building is for and what the
building will be used for. They use their imagination to create
shapes new designs.

Zaha Hadid was a very innovative architect. She used large

geometric and organic forms in her futuristic style. She
designed important buildings in major cities of more than
40 countries around the world.

London Aquatic Centre,

Zaha Hadid, 2012
Look at the plan for this building.
What do you think it was used for?

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ART AIMS GETTING STARTED

Shapes can be geometric (with angles and • Show the pupils the architect, design and building
straight lines) or organic (natural and free-flowing). digital flashcards and ask them how these words
Forms are composed of different shapes. A form are related. Architects design buildings.
is a three-dimensional object that has height,
• Show the pupils the shapes and forms digital
width and depth, such as a building. Forms can be
flashcards and ask them to compare and contrast
geometric or organic.
the two elements of art. Shapes are flat. Forms are
three-dimensional. Forms have height, length and
LANGUAGE FOCUS width. Shapes and forms can be geometric or
• Architect, building, design, skyline organic. Etc.
• Form, line, shape • Encourage the pupils to find examples of geometric
and organic forms in objects around the classroom.
• Geometric, organic
• Capital cities, city, neighbourhood, town, village
STEP BY STEP PAGE 3
• Places in a city: art museum, bank, fire station,
hospital, school, sports centre, etc. Look at the building
• Ask the pupils to open their book to page 3 and
SCIENCE LINK read the title.
Make links to Social Science content about • Encourage them to look at the building and describe
buildings in cities by helping pupils: what they see.
• List characteristics of towns, villages and cities. • Take this opportunity to teach new vocabulary.
• Identify buildings and their functions, including • Read the text with the pupils.
important buildings in their neighbourhood.
• Ask pupils to describe the geometric and organic
• Identify important cities in Spain and Europe. shapes and forms in the photo and the building
plan.

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ARTWORK
THE ARTIST THE ARTWORK
Zaha Hadid (31 October 1950–31 March The London Aquatics Centre (2012) was
2016) was an Iraqi-British architect. In 2004 built for the 2012 Olympic Games in London,
she became the first female architect to win England. Inspired by water, the roof of the
the Pritzker Prize, the highest honour in building curves up from the ground like a
architecture, for her innovative style that wave. This building was constructed along the
included fluid and dynamic forms. Some of her river of the Olympic Park and the design
most important works include art museums, focuses on creating spaces within the
cultural centres, office buildings, hotels, surrounding environment. Hadid applied these
houses, bridges, a library, a train station and a design concepts in the interior of the Aquatic
fire station. Her buildings can be found in Centre as well, making this structure as
large cities all over Europe, Asia and the impressive on the inside as it is on the outside.
Middle East. In Spain, she designed the Bridge
Pavilion in Zaragoza.

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Look at the plan for this building. What do you

think it was used for? SCIENCE LINK

• Pupils can use context clues, for example, the Review what pupils know about large cities in
swimming pool and the stadium seating represented Spain and the rest of Europe.
in the plan or the title of the building under the • Ask the pupils if they live in a village, a town or
photo. Aquatic centre. a city and review some of the characteristics of
• Explain to the pupils that this aquatic centre was each.
built for the 2012 Olympics in London. • Encourage pupils to name some of the buildings
we can find in large cities, for example:
LEVELLED QUESTIONS museums, restaurants, sport stadiums, airports,
hospitals, etc.
• How is the aquatic centre different from the • Ask the pupils to locate London on a map and
other buildings in the photo? The aquatic centre to recognise it as the capital city of England.
is made up of fluid, organic shapes and forms. The Ask the pupils to find and name other capital
buildings in the background are made up of

Futuristic
cities in Europe.

forms
geometric shapes and forms.
• You can take this opportunity to review other
• How is the sports centre in your
major cities across Europe and Spain.
neighbourhood similar to or different from this
structure? Accept a variety of responses.
• How does this building look futuristic?
Encourage the pupils to share their ideas. DIGITAL TIPS
Interactive whiteboard
• What natural element does the roof
represent? Water or a wave. Although not fully • Display the digital poster of London Aquatic
shown from the angle of the photograph on this Centre on the interactive whiteboard. Call
page, the roof of this building curves from the ground, pupils forward in pairs or small groups and
rising over the building like a wave. You can share a invite them to point to (or trace) the geometric
variety of images of the building from the internet. and organic shapes and forms.
• Provide time and support so that the pupils can
express themselves. Take this opportunity to teach
any new vocabulary.

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EXPLORE

EXPLORE Explore

DRAW 3D FORMS
MATERIALS
• Coloured pencils, crayons or Complete the forms of the buildings in this city skyline.

felt tips 1
Repeat the obtuse angles, acute
angles, right angles and wavy lines.
• Pencil
• Ruler
• Set squares (optional) right angle acute angle

obtuse angle wavy line

2
Draw parallel lines for the windows.

parallel lines

3 Colour the city skyline.

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STEP BY STEP PAGE 4 TEACHER TIPS

Complete the forms of the buildings in this city • Pupils can practise making different angles by
skyline. placing their wrists together and using their
• Ask the pupils to turn to page 4. hands as rays. Name an angle, for example, an
acute angle, and encourage pupils to make an
• Read the instructions with the pupils and focus their acute angle with their hands. Make sure that
attention on the buildings in the illustration. all the pupils understand that a right angle is
• Explain to the pupils that a city skyline is the outline 90°, an acute angle is less then 90° and an
of a group of buildings against the sky. Each city has obtuse angle is more than 90°.
its unique skyline. • Explain that parallel lines are two or more
• Instruct the pupils to look along the top of the lines that never intersect. You can review this
buildings of the skyline and ask them to point to the concept by asking pupils to create two
building that has a right angle (3rd building), an parallel lines using their bodies along with
acute angle (5th building) and an obtuse angle (1st their classmates. Then, ask one of the lines to
and 4th buildings). Then, ask them to point to the move so that the lines intersect to show non-
buildings that have a curved line (2nd building) and parallel lines.
a wavy line (6th building).
• Ask the pupils to find the parallel lines in each
building. Explain that parallel lines can be straight,
curved or wavy. The sides of each building are
parallel. The repeated angles and lines in each
building are parallel. The lines of the windows are
parallel with the lines that make up each angle and
the sides of each building.
• Pupils then continue drawing these angles and lines
with a ruler to complete the buildings. A ruler (or set
squares) should also be used to draw parallel lines
for the windows.

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EXPLORE
Now follow these steps
to create your own forms.
Draw geometric and
organic shapes.

Draw lines from the

corners or edges, to the
point.

Use light and dark colours

to show volume in the
forms.

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STEP BY STEP PAGE 5 WRAP IT UP

Now follow these steps to create your own • Pupils can work with a partner to compare the
forms. artworks they completed in the Explore section.
• Read the instructions with the pupils and encourage Encourage them to talk about the lines, shapes,
them to look at the examples. forms and colours.

1 Draw geometric and organic shapes.

FAST FINISHERS
Encourage pupils to notice that the shapes are
drawn around the centre point. • Fast finishers can add more complex shapes on
page 5 to create more forms by drawing lines to the
2 Draw lines from the corners or edges to the vanishing point.
point.
Focus pupils’ attention on the straight lines drawn
from the shapes to the point.
KEEP IN MIND

Futuristic
forms
Send the Futuristic forms parent letter home. This
3 Use light and dark colours to show volume in
the forms.
letter requests the following materials from home:
Recycled materials: cardboard rolls, plastic containers,
Pupils can use light and dark colours along the small boxes, etc.
different surfaces of each form to emphasise volume
and create a fun 3D effect.

SCIENCE LINK

• Ask pupils to identify the important buildings in

their neighbourhood. Encourage them to talk
about their location and functions.

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DISCOVER

DISCOVER Discover

FORMS IN BUILDINGS
MATERIALS
• A5 sheet of paper Architects use a technique called one-point perspective to
draw three-dimensional buildings. They draw guidelines that
• Coloured pencils, crayons or meet at a point. This point is called the vanishing point.

felt tips Follow the steps to draw a house. Draw vertical, horizontal
and diagonal lines.

• Digital flashcards: architect,

building, design, forms, one- 1 2
Draw the front of a house. Draw guidelines to the
vanishing point.
point perspective, shapes
• Pencil
• Ruler
• Set squares (optional)
3 4
Complete the back and Complete the front of the
roof. Add windows on the house.
side.

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ART AIMS STEP BY STEP PAGE 6

• Draw a three-dimensional house using one- Forms in buildings

point perspective. • Pupils read the title and text on page 6.
• Design a three-dimensional building for a city • Focus the pupils’ attention on the words vertical,
using one-point perspective. horizontal and diagonal lines. Ask pupils to paint
imaginary vertical, horizontal and diagonal lines of
LANGUAGE FOCUS different sizes in the air and check for understanding.
• Architect, building, design • Read the instructions with the pupils and talk about
• Form, line, one-point perspective, shape, the illustrations in each step.
vanishing point
1 Draw the front of a house.
• Geometric, organic
The coloured lines are used in the examples to help
• City, neighbourhood, town, village explain this drawing technique.
• Places in a city: art museum, bank, fire station,
hospital, school, sports centre, etc. 2 Draw guidelines to the vanishing point.
Pupils draw lines from the corners (or edges) of their
• Comparative: smaller, bigger, more, fewer
shapes to the vanishing point.

SCIENCE LINK 3 Compete the back and roof. Add windows on

Make links to Social Science content about places the side.
in the city by helping pupils: Pupils can add windows by drawing new perspective
• Compare the buildings in a large city to those lines along the side of their house.
found in towns and villages.
4 Complete the front of the house.
• Classify buildings as public or private.
Encourage pupils to notice that the perspective lines
have been erased in this step.

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DISCOVER
Draw a building for a city. Look
at the examples. First, draw the
vanishing point on the line.

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STEP BY STEP PAGE 7 WRAP IT UP

Draw a building for a city. Look at the examples. • Invite pupils to form groups based on the buildings
First, draw the vanishing point on the line. they drew on page 7. Encourage them to share their
• Encourage pupils to talk about the shapes and artwork and compare and contrast their designs.
forms they see in each building.
• Allow pupils to choose a building and the shape of FAST FINISHERS
the front.
• Fast finishers can draw more objects around their
• Pupils can make a sign for the name of their building on page 7, for example: a street, a
building. pavement, trees, street signs, benches, etc.

SCIENCE LINK KEEP IN MIND

Compare the types of buildings in a city to those
Materials to prepare for Create:

Futuristic
found in villages and towns:

forms
• Discuss the functions of the three buildings on
• Paintbrush
this page. Then pupils can share the building • Scrap paper
they drew and talk about its function. • Recycled materials: cardboard rolls, plastic
• Classify the buildings the class drew as public or containers, small boxes, plastic bottle caps, etc.
private. • Tempera paint (mixed with one part white glue)

TEACHER TIPS

• Pupils should use a ruler (or set squares) for

every step.

• Remind pupils to draw lightly with their pencil
so that lines can be easily erased.

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CREATE

CREATE Create

FUTURISTIC CITY
MATERIALS
• Felt tips Zaha Hadid designed creative buildings in cities all over the
world. Make a building for a city inspired by Zaha Hadid.

• Glue stick 1 2 3
Cut and glue the materials for your Paint the materials or cover them with Add windows, doors and other details.

• Paintbrush building. coloured card. Make a sign for your building.

• Recycled materials:
cardboard rolls, plastic
containers, small boxes, etc.
• Scrap paper
• Scissors
• Tempera paint

You can put your buildings together to

make a town or city.
Be creative!
8

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ART AIMS GETTING STARTED

• Make a building using a variety of shapes and • Ask pupils to share some of the recycled materials
forms. they brought to class for the art project.
• Pupils can describe the shapes and forms of the
LANGUAGE FOCUS materials and brainstorm ways they can use them to
• Architect, building, design create a futuristic building.

• Form, line, shape

• Geometric, organic STEP BY STEP PAGES 8 AND 9

• City, neighbourhood, town, village Futuristic city

• Places in a city: art museum, bank, fire station, • Ask pupils to open their book to page 8 and read
hospital, school, sports centre, etc. the title.
• Comparative: smaller, bigger, more, fewer • Read the text with the pupils.
• Future predictions using will • Ask pupils to share ideas of different buildings they
can make for their city.
SCIENCE LINK • Invite volunteers to read each step and encourage
Make links to Social Science content about places the pupils to talk about what they see in each
in a city by helping pupils: example.
• Identify buildings in a city and discuss their 1 Cut and glue the materials for your building.
function.
Pupils can combine both geometric and organic
• Reflect on how buildings will change in the forms in their futuristic design. Also encourage
future. them to think about what their building will be used
for and to consider that in the design, for example:
a school, a hospital, a sports centre, etc.

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CREATE
9

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2 Paint the materials or cover them with coloured

TEACHER TIPS
card.
Mix one part tempera paint with one part white • Encourage pupils to share extra materials
glue so that it can be used with all the materials that with others.
are not paper or carton. • Plan ahead: cover the desks with newspaper
or continuous paper before painting. Arrange
3 Add windows, doors, and other details. Make a
a safe place to put the artworks to dry.
sign for your building.
• Mix one part poster paint with one part white
Pupils can use a variety of materials including paint,
glue so that it sticks on all types of materials.
scrap paper or extra recycled materials to add to
their building. They can also use felt tips to draw the • Encourage autonomy throughout the creative
details. process and allow pupils to make choices,
test ideas and solve problems with limited
+ Optional Step: guidance.
If time allows, pupils can put their buildings together
• Some materials will take longer to glue than

Futuristic
to make a town or city (see instructions on page 11).

forms
others. Encourage pupils to be patient and
Alternatively, this step can be completed in the third hold the containers firmly until the glue dries.
activity during the TALK ABOUT ART lesson on
page 11.

WRAP IT UP
SCIENCE LINK
• Encourage pupils to incorporate the function of • If time allows, pupils can complete the Talk about
the building they make with the design they Art activities on page 11.
create.
• Ask pupils to share ideas about what buildings FAST FINISHERS
will be like in the future. Instruct them to use
will to talk about future predictions, for • Provide fast finishers with a sheet of A5 paper.
example: I think buildings will be taller. Buildings Instruct them to begin planning the city streets,
in the future will have more organic forms. Etc. roundabouts, park areas, etc. for their city in the
final step of this project.

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GEOMETRY IN ART

GEOMETRY IN ART
GEOMETRY IN ART
MATERIALS
• Coloured pencils Use translation and symmetry to create geometric designs. 1

Translation means to move every point of the shape the same

Use the two techniques
distance in the same direction.
to colour 3D stairs in
the grid below.

Symmetry means to flip a shape so that it faces the opposite

direction.

10

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STEP BY STEP PAGE 10 SCIENCE LINK

Geometry in Art Help pupils understand that some people with
• Read the text with the pupils and focus their disabilities cannot use staircases. Ask pupils to
attention on the examples. reflect on specific design features for disabled
people around the city, for example, ramps and
• Draw a scalene triangle (or another unsymmetrical lifts, tactile paving and audible crosswalks.
shape) on the board and invite a volunteer to
translate the shape horizontally, vertically or
diagonally. Repeat several times and check for
understanding. TEACHER TIPS
• With the same shape as before, draw a vertical line • Coloured pencils are difficult to erase. Instruct
on one side and invite a volunteer to flip the shape pupils to first colour each triangle lightly or
horizontally. Then draw a horizontal line below the place a small dot of colour in each triangle.
shape and invite a volunteer to flip the shape • Once they are sure that they chose the correct
vertically. colour for each one, they can colour the
Use the two techniques to colour 3D stairs in triangles completely.
the grid below.
• Focus the pupils’ attention on the colourful staircase
in the grid and encourage them to find examples of
translation and symmetry.
• Encourage the pupils to observe the drawing of the
other side of the staircase carefully and often.

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ARTS & CRAFTS PROJECTS PRIMARY 3 113

TALK ABOUT ART

TALK ABOUT ART
TALK ABOUT ART
MATERIALS
11 Use each of the words in a complete sentence. 2 Talk about your final artwork. • Final artwork (from
What is your building used for? Create, see Pupil’s Book
Who will use your building? page 8)
Why is your building important?

How did you make your building? OPTIONAL MATERIAL

What shapes and forms can you see in your building?
building architect • A2 card or continuous
3 Work in a group. paper
Make a town or city centre. Talk with your classmates and
decide where to put each building.

You can add streets, pavements,

roundabouts, trees, parks and other
shapes forms
important areas in your town or city.

design one-point perspective

11

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STEP BY STEP PAGE 11 materials to add streets, pavements, roundabouts,

parks and other important areas on an A2 card or
Talk about Art continuous paper.

• Ask pupils to open their book to page 11. • Encourage pupils to collaborate with group
members while constructing their city.
1 Use each of the words in a complete sentence.
• Read the instructions and invite pupils to work
with a partner. SCIENCE LINK

• Pupils can work with a partner in a Think-Pair-Share During Science class, the pupils can make street
structure. See pages 22-23 of the Introduction for signs for their city. They can look at their city
more tips about Cooperative Learning. from above and make a map and draw a key.
• Extension idea: use the city projects for a hands-
2 Talk about your final artwork. on lesson about local government. Groups can
• Pupils form small groups to share their artwork elect a mayor for their city, become city council

Futuristic
with others. members and discuss laws and social services

forms
for their city.
• Instruct pupils to take turns and speak in complete
sentences.
• Encourage group members to ask questions about
their classmates’ artworks. See pages 14-19 of the TEACHER TIPS
Introduction for more tips on Talking about Art. • Walk around and check for active participation.

3 Work in a group. • Model questions and phrases to guide pupils

in the discussion process.
• Read the instructions with the pupils and allow
them to form their own groups to make a town or • Allow plenty of time for all the pupils to
city centre. practise speaking and provide support when
necessary.
• Pupils should find classmates that made buildings
different from the one they made.
• Pupils can use felt tips, plasticine, recycled
materials, scrap paper and a variety of other

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114

3-D NAME NAME: CLASS:

CLASS WORKSHEET

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1 Follow the steps and write your
name in 3-D.

Downloadable and photocopiable © Ediciones Bilingües S. L.

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ARTS & CRAFTS PROJECTS PRIMARY 3 115

FUTURISTIC FORMS
PRIMARY 3

NAME: CLASS:

LIMITED IN PROGRESS BASIC PROFICIENT ADVANCED

1-2 3-4 5-6 7-8 9-10

Understand that forms are

three-dimensional and have
volume.

Identify lines, shapes and forms

in buildings.

Identify planes as the surface of

a shape or form in works of art
and their own artworks.

Reproduce and add segments

after first measuring them using
centimetres as the unit.

Draw perpendicular, parallel and

oblique lines with approximate
measurements using a ruler.

Identify and distinguish right

angles, acute angles and
obtuse angles.

Futuristic
Distinguish repetition

forms
by translation and symmetry
in modular compositions.

Use forms in a creative way.

SCORE /80

Downloadable and photocopiable © Ediciones Bilingües S. L.

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116

ARTS &
CRAFTS
PROJECTS

Dear Parent/Carer,
Your child is about to begin the Futuristic forms project of
ByME Arts & Crafts Projects Primary 3. In this project, your child will:
• Observe and analyse forms in art and architecture.
• Draw forms using lines and shapes.
• Develop autonomy and creativity in art.
• Explore a variety of art materials in a personal way.
• Make a futuristic building using a variety of shapes and forms.
Talk with your child about the artwork they completed in this project and
find a place to display their final art project at home.
You may also want to practise English with your child by reviewing
the vocabulary presented in this project:

Key Vocabulary
Architect, building, city, design, skyline

More words
Capital cities, city, neighbourhood, town, village
Places in a city: art museum, city hall, bank, fire station, hospital, police
station, school, shopping centre, sports centre, etc.

Materials from home

To participate in the final art project, please send the following materials
with your child to class by the requested date.
• Recycled materials: cardboards rolls,
plastic containers, small boxes, etc. Date:
Best wishes,

Art Teacher

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